COURSE HANDBOOK - Health Industry Training · This handbook has been designed to provide you with the information and structure of the course. In addition, this handbook sets our

COURSE HANDBOOK

HLT40213 Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice

Health Industry Training 2010 | Version: January 2018

This publication is protected by copyright. Copying of all or part of this publication is prohibited without prior written

permission by the General Manager of Health Industry Training. Enquiries should be addressed to:

Health Industry Training

Tel | 1300 381 415

Email | [email protected]

Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice Course Handbook Page 1

Welcome and Introduction

Welcome to Health Industry Training’s Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice course. This handbook has been designed to provide you with the information and structure of the course. In addition, this handbook sets our your obligations and responsibilities as a student with Health Industry Training enrolled in the Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice.

Overview The Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice is a national accreditation qualification which reflects the role of Aboriginal and/or Torres Strait Islander people working to provide a range of clinical primary health care services to Aboriginal and/or Torres Strait Islander clients and communities, including specific health care programs, advice and assistance with, and administration of medication. As part of the role you could be expected to flexibly assume a variety of job roles and undertake a broad range of tasks either individually or as a member of a multidisciplinary team. This qualification addresses the specific legislative responsibilities of Aboriginal and/or Torres Strait Islander Health Practitioners and is required for national registration with the Aboriginal and Torres Strait Islander Health Practice Board of Australia. Student should be familiar with the limitations on scope of practice for Aboriginal and Torres Strait Islander health practitioners within their relevant jurisdiction. Below are the limitations for Aboriginal and Torres Strait Islander health practitioners in Queensland and Western Australia. To find out the current limitations on scope of practice in other states visit: https://www.ahpra.gov.au/About-AHPRA/What-We-Do/Legislation.aspx

https://www.ahpra.gov.au/About-AHPRA/What-We-Do/Legislation.aspx

https://www.ahpra.gov.au/About-AHPRA/What-We-Do/Legislation.aspx


AHPRA student information and process of registration

Role of the Education Provider: Once a student has enrolled into the Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice, Health Industry Training (the education provider) will advise AHPRA of your enrolment. The education provider is required to advise AHPRA of new enrolments twice a year being every March and August. The education provider is required under the National Law to report to AHPRA any students whose health is impaired to such a degree that there may be substantial risk of harm to the public or criminal matters and/or a contravention of an existing condition or undertaking. If a student ceases to be enrolled in an approved program of study, the education provider is to advise AHPRA of this. Role of the Student:

Under the National Law, students enrolled in an approved program of study or undertaking clinical training must notify AHPRA through the local office within seven days of becoming aware that:

• They have been charged with an offence punishable by 12 months imprisonment or more or

• They have been convicted of, or are the subject of, a finding of guilt for an offence punishable by imprisonment or

• Their registration under the law of another country that provides for the registration of students has been suspended or cancelled

Once you have completed your qualification and have obtained your certificate, you are then required to submit your application for general registration. For new registrations, you are to complete the Application for general registration for students completing an approved program of study. This can be found on the AHPRA website. You are to submit your own application to AHPRA and it is your responsibility to make sure you are providing to AHPRA full and correct information pertaining to your application. Registrations can take four to six weeks to process. Contact phone number for AHPRA is 1300 419 495


Stipulation with unit HLTAHW020 Administer Medications Students are required to complete the core unit HLTAHW020 Administer Medications as part of the Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice, however students can only administer medications in line with their state/territory jurisdiction.

Queensland Legislation

In accordance with the Health (Drugs and Poisons) Regulation 1996: Drug Therapy Protocol – Indigenous Health Worker Isolated Practice Area. ONLY Indigenous Health Workers who have completed all components of the Isolated Practice course and hold Isolated Practice authorisation may administer a controlled drug or administer or supply a restricted drug. After completing the Isolated Practice course and holding Isolated Practice Authorisation an Indigenous Health Worker must ensure they abide by the following circumstances and conditions as outlined in the Health (Drugs and Poisons) Regulation 1996. 1. An Indigenous Health Worker may only administer or supply a restricted drug or scheduled poison

listed in Appendix 1, Column 1 of the Health (Drugs and Poisons) Regulation 1996 only:

• by a route of administration for the drug stated in Appendix 1, Column 2 of the Health (Drugs and Poisons) Regulation 1996; and

• in accordance with a Health Management Protocol that meets the requirements in Appendix 3 of the Health (Drugs and Poisons) Regulation 1996

2. An Indigenous Health Worker in an isolated practice area who holds a sexual health authorisation may

administer or supply a restricted drug or scheduled poison listed in Appendix 2, column 1 only:

• by a route of administration for the drug stated in Appendix 2, column 2; and

• subject to the conditions for the drug stated in Appendix 2, column 3 (if any); and

• in accordance with a Health Management Protocol that meets the requirements in Appendix 3.

3. The relevant Health Management Protocol and Australian Immunisation Handbook must be available

to the Indigenous Health Worker at the time the Indigenous Health Worker is acting under this Drug Therapy Protocol.

4. Before administering and/or supplying a controlled drug or restricted drug or scheduled poison, the Indigenous Health Worker must be familiar with the contra-indication(s) and known side effects of the drug and advise the patient accordingly.

5. If Consumer Medicine Information is available for a particular drug, the Indigenous Health Worker must, where reasonably practicable, offer the information to each person to whom the Indigenous Health Worker administers or supplies the drug.


Chapter 2 [s 59A]

An Indigenous Health Worker, while practising in an Aboriginal or Torres Strait Islander community in an isolated practice area in a specified Hospital and Health Service, is authorised—

a) to obtain and possess a controlled drug; or

b) to administer a controlled drug, under the indigenous health worker isolated practice area DTP, on the oral or written instruction of a doctor, nurse practitioner or physician’s assistant.

Chapter 3 [s 164A]

An Indigenous Health Worker, while practising in an Aboriginal or Torres Strait Islander community in an isolated practice area in a specified Hospital and Health Service, is authorised—

1 to obtain and possess a restricted drug; or

2 to administer or supply a restricted drug, under the indigenous health worker isolated practice area DTP, on the oral or written instruction of a doctor, nurse practitioner or physician’s assistant; or

3 during a declared public health emergency relating to an infectious medical condition—to

administer or supply a restricted drug under the communicable diseases DTP; or

4 while an influenza epidemic proclamation is in force—to administer or supply a restricted drug under the pandemic influenza program DTP.

Chapter 4 [s 252B]

An Indigenous Health Worker, while practising in an Aboriginal or Torres Strait Islander community in an isolated practice area in a specified Hospital and Health Service, is authorised to administer or supply an S2 or S3 poison under the indigenous health worker isolated practice area DTP.


Areas of local governments forming isolated practice areas include:

Aurukun Diamantina Northern Peninsula Area

Baloone Doomadgee Palm Island

Banana Etheridge Paroo

Barcaldine Flinders Pormpuraaw

Barcoo Hope Vale Quilpie

Blackall Isaac Richmond

Boulia Kowanyama Tablelands

Bulloo Lockhart River Tambo

Burke Longreach Torres

Carpentaria Maranoa Weipa

Central Highlands McKinlay Western Downs

Charters Towers Mornington Winton

Cloncurry Mount Isa Woorabinda

Cook Murweh Wujal Wujal

Cow Bay Napranum Yarrabah

Croydon North Burnett

Queensland students should familiarise themselves with the Health (Drugs and Poisons) Regulation 1996 found at: https://www.health.qld.gov.au/__data/assets/pdf_file/0024/443328/dtp-indig-worker.pdf

Western Australia Legislation In accordance with the ‘Medicines and Poison Regulations 2016 Part 7 Division 2: r.41 Authorisation of Aboriginal and Torres Strait Islander health practitioners

(1) For the purposes of section 25(1)(b), a medicine that is a Schedule 2 or 3 poison is a medicine that an Aboriginal and Torres Strait Islander health practitioner, acting in the lawful practice of their profession, may supply.

(2) For the purposes of section 25(1)(b), a medicine that is a Schedule 4 poison is a medicine that an

Aboriginal and Torres Strait Islander health practitioner, acting in the lawful practice of their profession, may —

(a) administer; or (b) possess; or (c) supply.

https://www.health.qld.gov.au/__data/assets/pdf_file/0024/443328/dtp-indig-worker.pdf


(3) The supply by an Aboriginal and Torres Strait Islander health practitioner of a medicine that is a Schedule 2, 3 or 4 poison is subject to the condition that the supply is in the circumstances.

(4) identified in a SASA that applies to the Aboriginal and Torres Strait Islander health practitioner in

respect of the medicine. The administration by an Aboriginal and Torres Strait Islander health practitioner of a medicine that is a Schedule 4 poison is subject to the condition that the administration —

(a) is on a direction given under regulation 15(1); or

(b) is in the circumstances identified in a SASA that applies to the Aboriginal and Torres Strait Islander health practitioner in respect of the medicine.

(5) The possession by an Aboriginal and Torres Strait Islander health practitioner of a medicine that is a Schedule 4 poison is subject to the condition that the possession is for the purpose of administering or supplying the medicine in accordance with this regulation.

Student Support Health Industry Training is committed to increasing and enhancing opportunities for Indigenous people to access vocational education and training. Health Industry Training shall take all necessary steps to ensure that all Indigenous people wishing to undertake a qualification on our scope of registration is able to seek admission to or apply for enrolment. As a Registered Training Organisation, we support the principle of universal access for all students, including Indigenous students. The organisation strives to ensure no students are disadvantages in their participation as a result of race, cultural or spiritual beliefs. Health Industry Training is committed to providing a learning environment where students are provided with the individual support all students need to succeed. We will regularly review and evaluate support services offered to Indigenous students to ensure they meet the requirements of students, employers and industry.

Access and Equity Health Industry Training supports the concept of equal opportunity and is committed to providing all staff, students and potential students with a working and learning environment which values diversity, respects differences and provides an environment that is safe, healthy, positive, supportive and free from all forms of harassment, bullying and discrimination. We have an unreserved commitment to the principle of access and equity in ensuring all training and assessment is responsive to the individual needs of students. As part of its commitment Health Industry


Training has a duty to ensure that courses and services provided by the organisation are relevant, accessible, fair and inclusive. The access and equity policy aims to achieve equal training and assessment outcomes for all students including: • People with physical or intellectual disabilities • Aboriginal and Torres Strait Islander people • The long-term unemployed or underemployed • Rural and remote communities As a mainstream RTO that offers the primary health care qualifications to Aboriginal and Torres Strait Islander students, Health Industry Training aims to meet the needs of the Aboriginal and Torres Strait Islander communities by: • Increasing the participation and success rates of Aboriginal and Torres Strait Islander people in training

and assessment • Actively working with Aboriginal and Torres Strait Islander people to make and implement decisions

that affect their access, participation rate and success rate in education, training and employment • Working closely with health services to promote the need for ‘Closing the Gap’ on health related issues

that resulted in early deaths in Aboriginal communities • Providing training and assessment programs that are equitable, accessible and culturally inclusive

which eliminate any discriminatory policies, practices or behaviours

Language, Literacy and Numeracy Support Health Industry Training understands that English is not the first language for many Indigenous student. For this reason we are proactive in continually screening students to identify any Language, Literacy and Numeracy (LL) support that may be required. However, as a student we encourage you to discuss any support you feel you may need to help you successful complete the Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice.

Course Progression As a Registered Training Organisation, Health Industry Training has a duty of care to ensure all students in the Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice are progressing at a satisfactory rate to ensure the qualification is completing within a relevant timeframe. To ensure satisfactory progression, you will be contacted by HIT staff on a regular basis. In addition, all students are provided with a training plan that outlined the units of competencies in the sequence they must be completed. The training plan is a working document that is constantly updated by your trainer. As part of your training plan you will set assessment submission time in negotiation with your trainer. This timeframes are set to assist students to steadily progress through the qualification.


Reasonable Adjustment Health Industry Training will take all reasonable steps to ensure that where required, adjustments will be made to aid the students learning. Appropriate adjustments will be provided in consultation with the student, within a reasonable time after notification of the need for adjustments. Health Industry Training can make adjustments to assessments for students identified as not progressing or identified with LLN needs, to provide students with an equitable opportunity to demonstrate their knowledge and competency for assessment purposes.

Multi-disciplinary learning

As a student enrolled in the Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice you will have the opportunity to undertake multi-disciplinary learning. The multi-disciplinary leaning approaches used by Health Industry Training includes:

• Providing a supportive learning environment that empowers Indigenous students to make informed choices, determine their own career pathway and build confidence to apply the knowledge and skills learnt in the Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice to address community health needs.

• Delivery of units that address issues that are of importance to students and integrate disciplines into common issues throughout the duration of the course.

• Learning resources relating to ‘real-life-’ context eg: underlining health issues directly related to Aboriginal and Torres Strait people and communities.

• Units of competency that engage students in solving problems expected in the workplace eg: teamwork, communication.

• Assessment that allows students to apply knowledge of context on the individual needs of their community and to reflect on issues from the community point of view.

• Increasing active learning by delivering the qualification using a variety of delivery methods including, block training, one-on-one support and practical skills.

• Developing student professional work practices through the use of clinical placement. This provides the students with an environment to demonstration perform and allows students to connect with employers to improve their future employment opportunities.


Course structure The Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice has been packaged to include 14 compulsory units and 7 elective units that meet industry priorities and requirements. The course combines theoretical and practical clinical work placement experience. The theoretical component of the course provides the student with the relevant knowledge required to work in the primary health care sector. The practical clinical placement experience provides students with the clinical knowledge and skills for students to work in a clinical setting on completion of the qualification. The table below provides a list of the units of competencies offered by Health Industry Training. In addition, units of competency that require practical work placement have been identified.

Unit type

(Core/Elective) Unit Code Unit Title

CHCLEG001 Work legally and ethically Core

HLTAHW005 Work in Aboriginal and/or Torres Strait Islander Primary Health care

context*

Core

HLTAHW006 Facilitate and advocate for the rights and needs of clients and community

members*

Core

HLTWHS001 Participate in workplace health and safety Core

HLTINF001 Comply with infection prevention and control policies and procedures* Core

HLTAHW016 Assess client's physical wellbeing * Core

HLTAHW017 Assess and support client’s social and emotional well being* Core

HLTAHW018 Plan, implement and monitor health care in a primary health care context* Core

HLTAHW019 Deliver primary health care programs for Aboriginal and/ or Torres Strait

Islander communities* Core

HLTAHW037 Support the safe use of medications * Core

HLTAHW021 Provide nutrition guidance for specific health care* Core

HLTAHW022 Address social determinants of Aboriginal and/or Torres Strait Islander

health* Core

HLTAID003 Provide first aid (This unit is to be completed with an external provider) Core

HLTAHW020 Administer medications (All compulsory units must be completed before

attendance to Block Training is accepted)* Core


Four (7) elective units are to be selected. No particular order of completion is required.

CHCAOD001 Work in an alcohol and other drugs context Elective

CHCCCS001 Address the needs of people with chronic disease Elective

CHCPRP001 Develop and maintain networks and collaborative partnerships Elective

CHCPRP003 Reflect on and improve own professional practice Elective

CHCPRT001 Identify and respond to children and young people at risk Elective

CHCPRT002 Support the rights and safety of children and young people Elective

CHCPRT003 Work collaboratively to maintain an environment safe for children

and young people Elective

CHCYTH002 Work effectively with young people in the youth work context Elective

CHCYTH003 Support young people to create opportunities in their lives Elective

CHCYTH011 Work effectively with young people and their families Elective

HLTAHW010 Identify community health issues, needs and strategies Elective

HLTAHW023 Plan, develop and evaluate health promotion and community

development programs Elective

HLTAHW028 Provide information and strategies in chronic condition care Elective

HLTAHW029 Provide information and strategies in maternal and infant health Elective

HLTAHW034 Provide healthy lifestyle programs and advice Elective

Physiotherapy Specialisation (all units must be selected)

Please note: students must complete at least 200 hours of work for the following skill set

HLTAHA001 Assist with an allied health program* Elective

HLTAHA003 Deliver and monitor client specific physiotherapy programs* Elective

HLTAHA005 Support the delivery and monitoring of physiotherapy program for

mobility* Elective

Podiatry Specialisation (all units must be selected)



HLTAHA006 Assist with basic foot hygiene* Elective

HLTAHA007 Assist with podiatric procedures* Elective

HLTAHA008 Assist with podiatry assessment and exercise* Elective


Occupational Therapy Specialisation (all units must be selected)



HLTAHA010 Assist with the development and maintenance of client functional

status * Elective

HLTAHA016 Support the fitting of assistive equipment* Elective

Clinical Support Units (all units must be selected)

HLTCAR001 Perform electrocardiography (ECG) (Mandatory Block Training

required) * Elective

HLTHPS002 Support health professional in the delivery of care * Elective

HLTINF002 Process reusable medical devices and equipment * Elective

Pathology Units (must select both units)

Please note: To enrol in the following pathology units, students must be able to:

• perform the activities outlined in the performance criteria of this unit during a period of at least 35 hours of pathology collection work under the supervision of a person currently working in a phlebotomist role for at least 18 hours per fortnight

• collect blood suitable for testing using venous blood collection with a maximum of two attempts from at least 20 different people

• used the following methods of collection: - evacuated system (at least 10 times) - winged infusion sets and/or needle and syringe

HLTPAT001 Identify and respond to clinical risks in pathology collection * Elective

HLTPAT002 Perform venous blood collection (Mandatory Block Training

required)* Elective

Mandatory work placement required *


Clinical Work Placement Clinical work placement provides an important opportunity for Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice students to apply skills and theory in ‘real-life’ situations, in a variety of clinical settings. Experiencing ‘real-life’ situations enables students to apply and gain competence in the many different skills required across various health care settings. To be eligible for clinical work placement you must provide Health Industry Training with the contact details of a suitable clinician who has agreed to provide you with the necessary practical environment to perform clinical placement. Health Industry Training will contact the clinician and discuss the requirements of placement, the supervisors role and sign off on the ‘Clinical work placement agreement’. As a student you must ensure you have completed the necessary ‘Prior to clinical work placement’ activities listed below before clinical work placement can commence.

Prior to clinical work placement Before you commence clinical work placement it is mandatory that you perform the following tasks: 1. National Criminal History Clearance – all student must provide a National Criminal History Clearance

prior to clinical work placement. The clinic will not allow you to attend clinical placement without a current National Criminal History Clearance.

To obtain a National Criminal History Clearance you can either contact your local police station or contact Health Industry Training who can provide you with access to the Fit4Work database. This database can provide Criminal History Clearance normally within 24 hours at a cost of $18.00. Any criminal records should be discussed with the Programs Manager. Depending on the nature of the offence, you may be advised to discuss the impact that your record will have on your ability to become registered.

2. Disclosure statement – all students must complete and submit the ‘Student Disclosure Statement’ prior

to clinical work placement. Please see the form for details.

3. Working with Children – as it is the requirement of some of units of competencies that students are to undertake roles that involve working with children, it is mandatory that students obtain a Working with Children blue card. Details on how to apply can be found at: https://www.bluecard.qld.gov.au/

4. Immunisations and screening – prior to commencing clinical placements you are required to meet the

‘Vaccination Guidelines for Health Care Workers’ identified by the Health Department within your State or Territory.

https://www.bluecard.qld.gov.au/


In summary most States and/or Territories require students provide evidence of:

• Hepatitis B clearance • Tuberculosis clearance • Immunisation for Diphtheria / Tetanus / Pertussis • Immunisation for Measles, mumps, rubella • Immunisation for Varicella Zoster virus (Chicken Pox)

Professional conduct The Aboriginal Torres Strait Islander Health Practice Board of Australia approves codes and guidelines to provide guidance to health practitioners. All students are required to abide by the codes and guidelines when carrying out their clinical work placement activities. The code of conduct can be found at: http://www.atsihealthpracticeboard.gov.au/Codes-Guidelines/Code-of-conduct.aspx

The code of conduct seeks to assist and support registered health practitioners to deliver effective regulated health services within an ethical framework. Practitioners have a duty to make the care of patients or clients their first concern and to practise safely and effectively. Maintaining a high level of professional competence and conduct is essential for good care. In professional life, practitioners must display a standard of behaviour that warrants the trust and respect of the community. This includes observing and practising the principles of ethical conduct. The guidance contained in this section emphasises the core qualities and characteristics of good practitioners outlined in Section 1.2 Professional values and qualities. Professional boundaries Professional boundaries allow a practitioner and a patient/client to engage safely and effectively in a therapeutic relationship. Professional boundaries refers to the clear separation that should exist between professional conduct aimed at meeting the health needs of patients or clients and a practitioner’s own personal views, feelings and relationships which are not relevant to the therapeutic relationship. Professional boundaries are integral to a good practitioner–patient/client relationship. They promote good care for patients or clients and protect both parties. Good practice involves: • maintaining professional boundaries

• never using a professional position to establish or pursue a sexual, exploitative or otherwise

inappropriate relationship with anybody under a practitioner’s care; this includes those close to the patient or client, such as their carer, guardian, spouse or the parent of a child patient or client

• recognising that sexual and other personal relationships with people who have previously been

a practitioner’s patients or clients are usually inappropriate, depending on the extent of the professional relationship and the vulnerability of a previous patient or client, and

http://www.atsihealthpracticeboard.gov.au/Codes-Guidelines/Code-of-conduct.aspx


• avoiding the expression of personal beliefs to patients or clients in ways that exploit their vulnerability or that are likely to cause them distress.

Practitioners need to be aware of and comply with any guidelines of their National Board in relation to professional boundaries.

Unprofessional conduct In addition to the code of conduct outlined above, education providers have obligations relating to unprofessional conduct. They are required to make mandatory notifications in relation to students if they, as the provider, reasonably believe a student enrolled with the organisation has an impairment that, in the course of the student undertaking clinical work placement may place the public at substantial risk of harm. Impairment is defined, under Section 5 of the National Law, to mean the student has a ‘physical or mental impairment, disability, condition or disorder (including substance abuse or dependence) that detrimentally affects or is likely to detrimentally affect the person’s capacity, in this case, to undertake clinical work placement.

Clinical log book The clinical log book is used to record the practical skills and performance evidence which must be demonstrated for a student to be assessed as competent. The clinical log book is not a teaching tool but documentation and evidence that builds on knowledge and skills previously learnt. It is the responsibility of the student to keep their clinical log book, making sure it is completed and available to the workplace supervisor and assessor when requested. The clinical log book should be kept in a safe place at all times as it is important evidence of your skills and performance. It is important to remember that all sections of the clinical log book must be completed prior to submission. For each performance evidence required in each unit of competency the student will be required to complete the performance on a number of occasions to demonstrate consistency of performance.

CT and RPL

Credit Transfer As a Registered Training Organisation, Health Industry Training is obligated to recognise the AQF Qualifications and Statements of Attainment issued to students by other Registered Training Organisations. This means that if you have achieved competency in units of competencies in the Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice through another national accredited qualification, Health Industry Training is required to accept these as valid and reliable. You will need to provide a copy of the transcript listing the competency outcomes for a ‘Credit Transfer’ to be applied.


Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) takes into account any previous formal training and work experience and assesses this against the elements of competency to determine if a student can receive competency toward a qualification. Students will be provided with the relevant information to receive Recognition of Prior Learning (RPL) during the initial enrolment period however, students can apply for RPL throughout the duration of the course. Evidence used for RPL includes: • Completion of the RPL Self-Assessment Record • Resume • Position Description • Copies of prior qualifications • Portfolio of work (must be signed off by employer to verify work was developed by student) • Industry cards eg: working with Children suitability card • Third party reports to be sent to current or former supervisor by Health Industry Training Staff for

completion and return to Health Industry Training • Direct questioning to be undertaken with student by their nominated trainer

Assessment

Assessment Information Competency based assessment The standards used to determine competency in different industry sectors are developed in conjunction with the relevant Industry Training Advisory Board (ITAB). These standards are endorsed by government in the form of specific industry national training packages. Assessment in a competency based course determines when competency has been achieved. To be assessed as competent a student must provide evidence that demonstrates they can perform the necessary skills and performances required including employability skills. To be competent a student is required to consistently demonstrate the skills, knowledge and performance criteria that are necessary to confidently complete the work tasks in a normal range of workplace conditions. The trainer/assessor is responsible for ensuring the evidence gathered by a student is in line with the rules of evidence: The Rules of Evidence require that evidence is: • Valid: the evidence being assessed clearly relates to the requirements of the unit of competence

• Sufficient: the evidence meets all of the requirements of the unit, is gathered over a period of time,

meets all of the dimensions of competency and is relevant to different work contexts • Current: the evidence is current


• Authentic: the evidence is the candidate’s own work. Additionally, the trainer/assessor must ensure that all assessment activities are in line with the Principle of Assessment: • Valid: the methods of assessment relate to the elements, performance criteria and assessment

requirements of the unit

• Reliable: the assessment outcomes would consistently provide similar outcomes for candidates at different times and in different places

• Flexible: the assessor ensures that the candidate understands the assessment process and can

negotiate the timing of the assessment, the context of the assessment • Fair: candidates are not disadvantaged and are given opportunities to ensure that they can perform to

the standards outlined in the workplace and the units of competency being assessed Dimensions of assessment The dimensions of competency relate to all aspects of work performance and include: Task skills: The student must perform the individual skills required to complete a

work activity to the required standards. Task management skills: The student must manage a number of different tasks to complete a

whole work activity. Contingency management skills: The student must use their problem-solving skills to resolve issues that

arise when performing a work activity. Job/role environment skills: The student must perform effectively in the workplace when

undertaking a work activity by working well with all stakeholders and following workplace policies and procedures.

Access and equity All workers in the health and community services sector should be aware of access, equity and human rights issues in relation to their own area of work. They should develop their ability to work in a culturally diverse environment. Trainers and assessors must take into account relevant access and equity issues including the concept of social inclusion which ensures equitable access to services, to connect with others and to protect an individual’s right to be heard.


Trainers and assessors must ensure the assessment process:

• is valid, reliable, flexible and fair

• is basis of sufficient evidence

• is one which offers valid, authentic and current evidence

• includes workplace requirements in a normal range of workplace conditions

Assessment Tools Health Industry Training will use different methods of assessment to ensure sufficient direct and indirect evidence can be gathered to demonstrate a student can perform a task against the specified criteria. Types of evidence Direct This involves the trainer directly observing (or questioning) the candidate performing the tasks which facilitates a decision of competent or not yet competent. Indirect This involves evidence which supports the candidate being able to perform a task. For example: • a finished product created by the candidate • a written assessment piece responding to specific knowledge questions Third Party Evidence Also referred to as supplementary evidence, third party evidence provides another important means for trainers to make a judgment about the candidate’s competence. The trainer makes their professional judgment after reviewing a range of evidence, remembering that it is the quality, rather than the quantity, of evidence presented that is important. Third party evidence is particularly helpful where there are issues of confidentiality and privacy. Supervisors, team members, clients and consumers can all provide third party evidence. Their reports are used to ‘authenticate’ the candidate’s evidence. In addition to structured assessment tasks third part reports can comment on the candidate’s performance in ongoing work tasks. Evidence gathering techniques Health Industry Training employ a range of assessment techniques. Different forms of evidence enable trainers to build a more complete picture of the candidate’s skills and knowledge. Forms of evidence that will typically be most suitable for assessment include:


• Questioning: questions asked orally or in a written format. Written questioning is widely used in competency based assessment to assess a student’s understanding and knowledge of the task they are performing.

• Projects: are used for relevant units that require students to demonstrate a high level of research and analytical skills.

• Observation: practical demonstration of real work or simulation by the trainer

• Third party reports: confirmation of consistent performance by the student to meet key performance indicators over time and a range of contexts.

• Simulation/Case-study: simulation of the workplace to gauge competency. Demonstrated performance knowledge against a define case study or scenario.

• Portfolio: collection of individual pieces of evidence to demonstrate work outputs by the student. Evidence can be gathered from day to day work, certificated learning and other activities such as past achievements.

Plagiarism and Copyright

Plagiarism Plagiarism is the act of representing as one's own original work the creative works of another, without appropriate acknowledgment of the author or source. In all written work submitted for assessment you must show the sources for your material. The principle is that whenever submitted material is not your own original work this must be referenced to acknowledge the author’s work. It is expected that when a student submits an assessment that it is the independent work of that student and they have written it in their own words. If a student has plagiarised another person’s work they will be asked to resubmit their assessment. Plagiarism can lead to instant dismissal.

Copyright Copyright law is a legal right given to creators of work (journals, songs, books, photos, videos etc). The law is there to stop other people from declaring the ideas or work as their own. As a student you are allowed to use the ideas contained in the work of others however, you must reference the ideas or work of others.

Referencing Accurate referencing of your assessment is essential. When completing a written assessment it is important to use a wide range of sources to support your ideas and responses. Referencing shows that you have researched widely and drawn on the research and ideas of others. You have not just ‘made it up’ or used your own opinions.


Referencing also allows your trainer to validate the information you have written and to locate the original source if they wish to read it. All work must be referenced throughout the assessment by including the name of the author and year of publication at the end of each response to the questions and throughout your projects. A list of references MUST BE provided at the end of each project. As a minimum, referencing should include name of author, year of publication and the title of the textbook or website address (if applicable). There are many referencing guides available on the Internet to assist students.

Confidentiality and Privacy of Student Records Health Industry Training complies with the requirements of the Information Privacy Principles set out in the Privacy Act 1988 in relation to the collection of information relating to all students. Health Industry Training will allow a Student to apply for and receive a copy of the VET personal information that the provider holds in relation to that Student.

Collection of Information Personal information will not be collected unless: • the information is collected for a purpose directly related to Students; and • the collection of the information is necessary for or directly related to that purpose. Personal information will not be collected by unlawful or unfair means. Where personal information is collected for inclusion in a record or in a generally available publication Health Industry Training will take reasonable steps to ensure that, before the information is collected or, if that is not practicable, as soon as practicable after the information is collected, the Student concerned is generally aware of: • the purpose for which the information is being collected; • if the collection of the information is authorised or required by or under law the fact that the collection

of the information is so authorised or required; and • with whom the information may be shared (such as the Australian Government)

Disclosure Health Industry Training will not disclose the information to a person, body or agency (other than the individual concerned) unless: • the individual concerned is reasonably likely to have been aware that information of that kind is usually

passed to that person, body or agency; • the individual concerned has consented to the disclosure;


• Health Industry Training believes on reasonable grounds that the disclosure is necessary to prevent or

lessen a serious and imminent threat to the life or health of the student or of another person; • the disclosure is required or authorised by or under law; or

• the disclosure is reasonably necessary for the enforcement of the criminal law or of a law imposing a pecuniary penalty, or for the protection of the public revenue.

Where personal information is disclosed for the purposes of enforcement of the criminal law or of a law imposing a pecuniary penalty, or for the purpose of the protection of the public revenue, the record-keeper shall include in the record containing that information a note of the disclosure. A person, body or agency to whom personal information is disclosed will not use or disclose the information for a purpose other than the purpose for which the information was given to the person, body or agency.

Staff Support Health Industry Training prides itself on the support it provides to students. You trainer and the administration staff at Health Industry Training are here to assist you in your learning. If you need assistance with the course content or assessments please contact your trainer when required. As an adult learner you are responsible for managing your own learning which may mean initiating discussions with your trainer about specific learning needs. Similarly, your trainer will contact you on a regular basis to ensure you are on track and do not have any concerns. In addition to your trainer, the administration team can provide you with support including your enrolment, changes to contact details or study plan, assisting with accessing your online assessment system, progress report and any issues you may encounter throughout your course.

Dealing with Grievances While every attempt is made to ensure the products and services we provide to our students are of the highest quality, there can be occasions when students are dissatisfied. If you have grievances or issues that you would like to raise, the following steps should be taken: 1. In the first instance, please attempt to resolve the issue by speaking with the appropriate person

involved. 2. If the situation or issue is still not resolved you are encouraged to make contact with the Programs

Coordinator.


3. Should the issue still not be resolved, you are encouraged to make an appointment to speak to the

General Manager. If after working through all the above channels, your concerns have not been addressed to your satisfaction you are able to log a formal complaint. Information regarding the complaints process if available under the ‘Student Documents’ section of our website.

Student Registration Under the National Law, all students enrolled in an approved program of study, or who are undertaking clinical training, must be registered as a student with their respective National Board. Students must be registered prior to the commencement of their approved program of study or clinical training and will remain registered for the duration of study, or until they are no longer enrolled. Students do not need to apply for registration. Under the National Law, Health Industry Training is responsible for ensuring that all students enrolled in an approved program of study or who are undertaking a period of clinical training are registered with AHPRA. AHPRA manages student registration matters on behalf of the Boards and works directly with education providers to obtain details of all students in approved programs of study who need to be registered. AHPRA will request an update of all new and existing students enrolled in an approved program of study from education providers twice a year (in March and August).

Why do students need to be registered? The National Law states that students must be registered in the interests of protecting the public’s safety in much the same way that health practitioners must be registered. This enables National Boards to act on student impairment matters or when there is a conviction of a serious nature that may impact on public safety.

Registration as an Aboriginal and Torres Strait Islander Health Practitioner Students seeking registration as an Aboriginal and Torres Strait Islander health practitioner, must be studying the Certificate VI in Aboriginal and Torres Strait Islander Primary Health Care Practice. Applications can be made to the Australian Health Practitioner Regulation Agency (AHPRA) four to six weeks before completing the qualification. In addition, graduates of the Certificate IV in Aboriginal and/or Torre Strait Islander Primary Health Care Practice must apply for general registration if: • they intended practising under the protected title ‘Aboriginal and Torres Strait Islander Health

Practitioner’ or

http://www.ahpra.gov.au/Registration/Student-Registrations.aspx#approved

http://www.ahpra.gov.au/Registration/Student-Registrations.aspx#clinical


• they are required by their employer to use one of the following protected titles: ‘Aboriginal and Torres Strait Islander Health Practitioner’ ‘Aboriginal Health Practitioner’ or ‘Torres Strait Islander Health Practitioner’, or

• they are required to be registered as part of their employment requirements, even if the protected title

is not used. If you intend to seek registration as an Aboriginal and Torres Strait Islander health practitioner, please information the administration team at Health Industry Training to ensure AHPRA is advised when you are eligible to graduate. Additional information regarding the application process and required documentation can be found on the AHPRA website at: http://www.atsihealthpracticeboard.gov.au/

Contact Your trainer contact details including phone number and email address are provided in your welcome letter. Your trainer will also contact you within 2 weeks of enrolling in the qualification. To contact the administration team please phone Health Industry Training on 1300 381 415.

http://www.atsihealthpracticeboard.gov.au/